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The material supports classroom use for checking assimilation of specific forms or for running short, engaging group activities. Learners answer grammar items by selecting the correct option, while classmates challenge or confirm responses individually or in teams. A teacher can act as referee and score-keeper, with answer guidance available separately for tests at all levels.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/1500-structured-tests-level-2/317725/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/1500-structured-tests-level-2/317725.png","ImageObject",300,407,{"name":92,"@type":93},"Logic","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-09-20",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the book teach in Level 2?","Question",{"text":112,"@type":113},"It presents and tests thirty essential grammatical structures, focusing on targeted grammar mastery through multiple-choice questions.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How can teachers use these tests in class?",{"text":117,"@type":113},"Teachers can use them to complement other materials by checking assimilation of specific structures or as the basis for short group activities where students challenge and confirm answers.",{"name":119,"@type":110,"acceptedAnswer":120},"Where can answers be found?",{"text":121,"@type":113},"Answers to the tests at all levels are provided in a separately published Answer Key Book.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},317725,1790769382,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":16,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},1099513958762,"https://ap-avatar.wpscdn.com/avatar/1000023916a998db790?x-image-process=image/resize,m_fixed,w_180,h_180&k=1784791008015729253","乙 73人37  \n)上)山卜0山M卜(M卜)004)一  \nSTA NLEY  \nSTR  \nCTREFORTHE SECONDCOURSEOF THESCHOOLS OFLANGUAGES  \nE D I TORIAL5 T A NLE Y  \n1500  \nSTRUCTU RED TEST S  \nleve12  \nEscrito por /Written byEdward R.Rosse  \nRevisado por /Revised byGlenn Darragh  \nEditado por /Published byEditorial Stanley  \nDiseno y Maquetación /LayoutAngela Gomez Martín  \nDiseno portada /Front page designVes?  \nImprime /Printed byImprenta Berekintza  \nEditorial Stanley  \nApdo.207 -20300 IRUN -SPAIN  \nTel.(34)943640412-Fax.(34)943643694  \nISBN 84-7873-219-5  \nDep.Leg.BI-2977-03  \nPrimera edición /First edition 1993Reimpresión /Reprinted 1994Reimpresión /Reprinted 1995Reimpresión /Reprinted 1997Segunda edición /Second edition 2003  \n1500  \nST RUCTU RED TEST S  \nleve12  \nThis book presents and tests thirty essential grammaticalstructures.  \nHow to use the book:  \nTeachers may use the book in class as a complement toother teaching materials either to check how well specificstructures have been assimilated or as the basis of a shortand stimulating group activity.  \nThus,one way to use it might be to have a student read aquestion,choosing the answer he considers correct;then tohave the other members of the class,working individuallyor in teams,challenge or confirm the answer,with theteacher acting as referee and score-keeper.Answers to thetests,at all levels,can be found in a separately publishedAnswer Key Book.  \nThis page intentionally left blank  \n1500  \nST RUCTU RED TEST S  \ncontents  \nThe subjunctive / Structures with 'wish'………………………………………………………1-2  \nModal verbs……………………………………………………………………………………………………………………………3-4  \nWhat - What a - How……………………………………………………………………………………………5-6  \nThe gerund…………………………………………………………………………………………………………………………7-8  \nThe gerund…………………………………………………………………………………………………………………………9-10  \nPresent Perfect …………………………………………………………………………………………………………………………………11-12  \nVerbs of the senses: Feel, watch, hear, see, make,let……………………13-14  \nCollective nouns……………………………………………………………………………………………………………………15-16  \nTo tell/ask/want someone to do something………………………………………………17-18  \nPossessives……………………………………………………………………………………………………………………………………………19-20  \nInterrogative pronouns……………………………………………………………………………………………21-22  \nReflexive and emphatic pronouns ………………………………………………………………23-24  \nEach other, one another, would rather, had better………………………………25-26  \nSuch, such a, so ……………………………………………………………………………………………………………27-28  \nRelative pronouns…………………………………………………………………………………………………………29-30  \nEmphasis:my own, a friend of mine/of Peter's ………………………………31-32  \nIrregular plurals and masculine/feminine forms …………………………………33-34  \nTo feel like doing something /Double comparatives ………………………35-36  \nUsed to do / Be used to doing………………………………………………………………………37-38  \nCardinal and ordinal numbers……………………………………………………………………………………………39-40  \nAdverbs/Word order …………………………………………………………………………………………………41-42  \nTo be\" or \"to have\"?…………………………………………………………………………………………………43-44  \nWeights and measures………………………………………………………………………………………………45-46  \nWeights and measures………………………………………………………………………………………………47-48  \nThe passive: present, past and perfect tenses……………………………………49-50  \nOther passive structures………………………………………………………………………………51-52  \nParticiples as adjectives/ Compound adjectives………………………………53-54  \nAdjectives used as nouns /Nouns used as adjectives………………………55-56  \nBoth /Neither/Either……………………………………………………………………………………………………57-58  \nSo do I/Neither do I……………………………………………………………………………………………………59-60  \nAssorted structures………………………………………………………………………………………………………………………61-62  \nAssorted structures………………………………………………………………………………………………………63-64  \nAssorted structures………………………………………………………………………………………………………………65-66  \nAssorted structures………………………………………………………………………………………………………………………67-68  \nAssorted structures………………………………………………………………………………………………………………69-70  \nAssorted structures………………………………………………………………………………………………………………71-72  \nThis page intentionally left blank  \n1.I wish I...the answer to that question.  \na)knowb)knew  \nc)will knowd)have known  \n2.If I...ta","cbCaind23YpIVFAE","https://ap.wps.com/l/cbCaind23YpIVFAE","pdf",11653998,"English","# How to use the book\n# Contents\n## The subjunctive / Structures with 'wish'\n## Modal verbs\n## What - What a - How\n## The gerund\n## Present Perfect\n## Verbs of the senses: Feel, watch, hear, see, make, let\n## Collective nouns\n## To tell/ask/want someone to do something\n## Possessives\n## Interrogative pronouns\n## Reflexive and emphatic pronouns\n## Each other, one another, would rather, had better\n## Such, such a, so\n## Relative pronouns\n## Emphasis: my own, a friend of mine/of Peter's\n## Irregular plurals and masculine/feminine forms\n## To feel like doing something / Double comparatives\n## Used to do / Be used to doing\n## Cardinal and ordinal numbers\n## Adverbs/Word order\n## To be\" or \"to have\"\n## Weights and measures\n## The passive: present, past and perfect tenses\n## Other passive structures\n## Participles as adjectives / Compound adjectives\n## Adjectives used as nouns / Nouns used as adjectives\n## Both / Neither / Either\n## So do I / Neither do I\n## Assorted structures","[{\"question\":\"What does the book teach in Level 2?\",\"answer\":\"It presents and tests thirty essential grammatical structures, focusing on targeted grammar mastery through multiple-choice questions.\"},{\"question\":\"How can teachers use these tests in class?\",\"answer\":\"Teachers can use them to complement other materials by checking assimilation of specific structures or as the basis for short group activities where students challenge and confirm answers.\"},{\"question\":\"Where can answers be found?\",\"answer\":\"Answers to the tests at all levels are provided in a separately published Answer Key Book.\"}]","1500 Structured Tests - Level 2 | PDF",1789938487,202]